Stage 2 Analyze 2 What is the Analyze

Stage 2: Analyze

2 What is the Analyze Stage? • The analyze stage is focused on investigating and validating the reasons for a well specified school problem or opportunity. • It generates appropriate and doable solutions that address the requirements of the various stakeholders of the School. • It translates identified solutions into major activities reflected in an improvement plan. 6 -2

3 Stage 2: Analyze Step 5: Root Cause Analysis

Analyze – Steps Do Root Cause Analysis • • Root Cause Analysis Common Mistakes in Root Cause Analysis Types of Root Cause Analysis Validation of Root Causes Develop Solutions • • • Process Simplification Visual Management Good Housekeeping Mistake Proofing Idea Generation Technique Future Process Map Finalize Improvement Plans • • Implementation Plan Budget and Cost Management Plan Resource Plan Risk Management 6 -4

5 Key Message To address the focused problem statement, we need to identify the ROOT CAUSE of the problem and come up with APPROPRIATE and RELEVANT SOLUTIONS. 6 -5

Outline • Root Cause Analysis • Common Mistakes in Root Cause Analysis • Types of Root Cause Analysis – Cause and Effect Analysis – Why-why Analysis – Cause and Effect vs. Why-Why Analysis • Validation of Root Causes 6 -6

What is a Root Cause? • It is the deepest underlying cause, or causes, of problematic symptoms within any process. • If resolved, would result in elimination, or substantial reduction, of the symptom. 6 -7

Why do Root Cause Analysis? • Reality - fix symptoms without regard to actual causes – Jumping to solutions • Root Cause Analysis - structured and thorough review of problem designed to identify and verify what is causing the symptoms 6 -8

Problem vs. Cause CAUSE Factor which contributes to the occurrence of a problem PROBLEM Effect or end - result of a cause or combination of causes Uneven distribution of workload High unproductive time Inaccurate information/entries in the DBM forms High rework rate/increasing backlog Increasing rework rate on report preparation High cost of operations Frequent computer breakdown Increasing percentage rate of the delay in the processing of vouchers Lack of teachers Low NAT score Work overload High absenteeism rate 3. 1 -9

Classifications of Potential Causes • Direct Cause: cause that directly resulted in the occurrence – Example: Absenteeism Low Grade • Contributing Cause: a cause that indirectly resulted to the occurrence, but by itself would not have caused the occurrence – Example: Body Mass Index (BMI) Student Grades • Root Cause: cause that, if corrected, would prevent recurrence of this and similar occurrences – Example: Use of unfamiliar words in Math problems (e. g. combine) Student Test Score 6 -10

COMMON MISTAKES IN ROOT CAUSE ANALYSIS 6 -11

Common Mistakes in RCA 1. 2. 3. 4. 5. 6. Missing link between causes. Focusing on the who, not on the why. Causes that begin with “no”, “none”, “lack of”. Causes identified are non-standard occurrence. Causes that are disguised solutions. Bias in identification of the causes. 6 -12

Common Mistake #1 • Missing link between causes. Problem Students are unable to correctly follow test instructions. Root Cause Why? Test instructions are long. 6 -13

Common Mistake #2 • Focusing on the who, not on the why. Problem Root Cause Students are unable to correctly Why? follow test instructions. Problem Copying of assignments take more than 10 minutes. Students do not understand the instructions. Why? Teachers are incompetent in giving instructions to students. Root Cause Why? Students are slow Why? Students are in writing. unskilled in writing. 6 -14

Common Mistake #3 • Causes that begin with “no”, “none”, “lack of”. Problem Giving of instructions for group activities Why? take more than 10 minutes. Root Cause Teachers write the Why? instructions on the board. No Visual Aids 6 -15

Common Mistake #4 • Causes identified are non-standard occurrence. Problem Preparation of projector in class take more than 10 minutes. Root Cause Why? Brownout 6 -16

Common Mistake #5 • Causes that are disguised solutions. Problem Giving of instructions for group activities take more than 10 minutes. Root Cause Why? Instructions of teachers are unclear for students. Why? Lack of training for teachers in giving instructions 6 -17

Common Mistake #6 • Bias in identification of the causes. Root Cause Test Instructions are long. Problem Students do not understand the instructions. Students are unable to correctly follow test instructions. 6 -18

CAUSE AND EFFECT ANALYSIS 6 -19

Cause and Effect Diagram • Also known as the Fishbone Diagram or the Ishikawa Diagram A tool for organizing and establishing the relationship of the causes of a problem. 6 -20

Cause and Effect Diagram • Visual display of the list of possible causes • Classify causes into categories and themes – Examples: 4 Ms - materials, machines, methods, and man; PRIME U – persons, raw materials and supplies, information, method, equipment, utilities • Reveals gaps in existing knowledge • Helps team reach common understanding of why problems exists 6 -21

Steps in constructing the C & E Diagram 1. State the problem (at the right end of the backbone) 2. Identify major categories 3. Brainstorm sub-causes per category 4. Check for completeness of sub-causes 5. Pinpoint all the root causes (encircle endpoints) 6. Verify all root-causes 7. Identify true and real root causes of the problem 6 -22

Cause and Effect Analysis 4 M’s CAUSE EFFECT Feedback not Involvement in household chores given to Forgetfulness students Unable to Methods review Delays in lesson topics Assessment Teaching Students Review Inconsistent methods Limited Time Projector Insufficient No. Outdated software Machines Teacher Absenteeism Insufficient copies Books Computers Insufficient No. Preventive maintenance Absenteeism Unprepared to teach Man Focus Statement Problem Curriculum Exams Outdated Materials Inappropriate content Sharing of exam papers 6 -23

Cause and Effect Analysis PRIME U CAUSE EFFECT Utilities Method Information Persons Problem Equipment Raw Materials And Supplies 6 -24

Mistakes in C & E Diagram 1. 2. 3. 4. Too many categories but lack details Too focused on a specific category Limited to a category Lack of depth 6 -25

Mistakes in C & E Diagram #1 • Too many categories but lack details 6 -26

Mistakes in C & E Diagram #2 • Too focused on a specific category 6 -27

Mistakes in C & E Diagram #3 • Limited to a category 6 -28

Mistakes in C & E Diagram #4 • Lack of depth 6 -29

WHY-WHY ANALYSIS 6 -30

Why-Why Diagram • A Why-Why Diagram is a Tree Diagram where each child statement is determined simply by asking 'why' the parent occurs. 6 -31

Why-Why Analysis • A systematic approach in determining all the contributors to a problem by asking a series of Why questions. • Describe the problem in specific terms • For each likely cause ask, “Why did this happen? ” • Continue for a minimum of five times • Show logical relationship of each response to the one that preceded it • Stop when the team has enough information to identify the root cause 6 -32

“The Five Whys” and Mile-Deep Thinking Problem A Problem B Problem C D E “Ask the question ‘Why’ five times” Problem F Problem G Why? Wider focus on causes 2. Why did W happen? Because of V. Why? Wider focus on causes 4. Why did U happen? Because of T. 5. Why did T happen? Because of S. Problem I J K Problem L M Etc. Local focus on causes 1. Why did X happen? Because of W. 3. Why did V happen? Because of U. Problem H Why? Wider focus on causes 6 -33

Steps in using the Why-Why Analysis Identify specific problem. Ask why problem happens. If the answer is not the root cause, ask why again. 6 -34

When answering Why Questions, you should: • • Visualize the object or situation Put the object in front of you The why-answers should go smaller and smaller Be patient! The end of the chain is your bridge to the permanent solution 6 -35

When is a Cause a Root Cause? • Would the problem have occurred if the cause had not been present? • Will the problem reoccur as the result of the same cause if the cause is corrected or dissolved? • Will correction or resolution of the cause lead to similar events? 6 -36

Why-Why Diagram on Late Grades Issuance Grades are distributed to the students beyond the 7 days policy Teachers are not concerned on the timely distribution of grades Teachers are allowed to submit beyond the deadline. The grades have to be approved by the Vice Principal To check for computation errors. The recording and computation of grades are done manually 6 -37

Narrowing Explanations in Why-Why Analysis Step 1: Eliminate explanations that are not within your control – Over what do we believe we have control (e. g. , students completing homework, parents supporting their students, etc. )? – What factors are beyond our influence? – Would others agree? Are we thinking too broadly, too narrowly, or accurately? 6 -38

Narrowing Explanations in Why-Why Analysis Step 2: Evaluate the quality of your explanations (reach consensus on which ones to keep) • Criterion: The explanation derives logically from the data – Can we articulate the connection(s) we see between the data and our explanation(s)? – Does our explanation reflect a genuine situation, but one that is not related to this data? – Can we tell the story of how our explanation could lead to the patterns we see in our data? • Criterion: The explanation is specific enough to be testable – Is the language specific enough to be clear to someone who was not part of our discussion? – Are there any vague terms? – Can we describe how we would we test the explanation? • Criterion: The explanation is plausible – Does any research support this thinking? – If we base any planning steps on this explanation, do we anticipate meaningful results? 6 -39

Narrowing Explanations in Why-Why Analysis Step 3: Clarify the language used in your explanations • Consider the following questions to clarify remaining explanations. – Do our explanations make sense to someone else reading or hearing them for the first time? – Is our explanation complex enough to help us to better understand a complex situation? – What other questions do our explanations lead us to in order to make the picture more complete? – Does this explanation identify an area of concern? 6 -40

C & E Analysis vs. Why-why Analysis? Scale of Problem Nature Method Cause and Effect Analysis Why-why Analysis Complex Focused Broad enumeration and Drilling of Causes Focused enumeration and Drilling of Cause Ask why the problem Identify categories/themes, occurred, then ask why then brainstorm on possible reason to the problem causes of the problem. occurred repeatedly, until a root cause is identified. 6 -41

C & E Analysis vs. Why-why Analysis? Cause and Effect Analysis Why-why Analysis Advantage All causes will be listed, especially hidden ones, and Focused on identifying the diagram will provide a root cause to the problem. complete picture of the problem. Disadvantage Difficult to relate all causes Some causes might not be to the result. considered in the analysis. 6 -42

Example: Why-Why Diagram for the Preparation of the Lesson Plan Get from Baliwagan CES Inappropriate Ready-made Lesson Plans Budgeted quarterly Extra effort Time constraint Required to follow the design Objectives are not suited to some learners Diversity of learners Procedure is not suited to some learners Time consuming 6 -43

Why-Why Diagram for Update/Improve Instructional Materials Not geared to the enhanced curriculum Lack of Learners’ Materials in Filipino Some old IMs are being used Diversity of learners Time consuming 6 -44

Why-Why Diagram for Set Classroom Environment Poor Classroom Structure No Ceiling Improper ventilation Classroom is not conducive for learning Big Class Size No qualified K to 12 Teacher in Grade 1 Classroom size is small Desks are not suitable for group activities 6 -45

Why-Why Diagram for Delivery of Instruction Different Approaches use by each teacher Different teachers Diversity of learners Length of service and experience Different ways in delivering the lesson Effectiveness of Teacher Work attitude Inefficiency in teaching Personal Problem 6 -46

Why-Why Diagram for Evaluating Pupils Overlooked Test Results Analysis Too much paper work 6 -47

Summary of Why-Why Diagram Uncontrolled Root Causes Minor Root Causes ● Diversity of Learners ● No ceiling ● Slow readers can’t easily ● Desk are not suitable cope up for group activities ● Required to follow the design ● Length of service and experience ● Lack of Learner’s Materials in Filipino 6 -48

Activity: Root Cause Analysis Based on your group’s Focused Problem Statement, Perform a root cause analysis using either the Fish Bone Diagram (Ishikawa Diagram) or the Why-Why Diagram. Time: 15 minutes 6 -49

VALIDATION OF ROOT CAUSES 6 -50

Validation of Root Causes • Plan for data collection (X and Y relationship) • Identify data to be collected following the Apples-to-Apples Comparison Rule • Collect data for each identified root cause 6 -51

Validation of Root Causes • Analyze and display results using quantified data and graphs/diagrams (discussed in Step 4: Focused Problem Statement) – Scatterplot (Continuous vs. Continuous) – Stratified Histogram (Continuous vs. Discrete) – Stratified Line Graph (Continuous vs. Discrete) – Stratified Scatterplot (Continuous vs. Discrete) 6 -52

Activity: Prioritizing Valid Causes and Identifying Objective Statements • Using the Validated root causes, arrange the root causes in order of priority. 6 -53

Validation of Root Causes Team Date Revision No. Controllability Conclusion Problem Statement Probable Causes Class Validation Description Method Result People Policy : : : Procedure 6 -54

Closing Point Now that we have identified the root cause of the problem, we can think of solutions on how to address the root cause to reduce or eliminate the problem. 6 -55